Using practical work effectively in the school science laboratory: A teacher training programme based on the learning community approach

This study describes the design and implementation of an in-service teacher training programme for high school teachers aimed at improving their competence in the use of the laboratory for physics education. A framework for designing the programme was constructed based on PER literature, containing the following features: linking content, practice and research; action research; focus on teachers’ beliefs; sufficient duration; and the learning community approach. The intervention aligns with recent international recommendations, and in particular with the need of providing teachers with meaningful, research-based professional development on inquiry teaching and opportunities to work collaboratively. Data for the evaluation of the programme were obtained using multiple instruments. The results suggest that all the identified features were effective, with action research and the learning community approach being decisive for promoting real change.